Sitem Pendukung Keputusan Penentuan Jurusan Pada Tingkat SMK Menggunakan Metode SMART (Studi Kasus:SMK Negeri2 Binjai)

Programs at the high school level makes it difficult students make choicesthatsuitcapabilities.Someofthefactorsthatinfluencesuchamistakeinchoosing majors went along with friends or majors trends of today and parentreferences, so that they appear remorse for students who have determined thechoice if it is not in accordance with their interests, abilities or talents. Thereforeit takes a decision support system that can perform the calculation criteria of thestudentstohelpdetermineappropriateschooldepartment.Thissystemimplements the SMART method based on the criteria of each alternative, namelytheIndonesiaNationalexamscores,theEnglishNationalexamscores,theMathematics National exam scores, the Natural SciencesNational exam scores.The result of this system is the value of knowledge for determining the directionbased on predetermined criteria. Of the 10 alternative or candidate is taken, thereis4eligible student majoring in technical light vehicle,4 eligible student majoringin bodyrepairtechniques and 2 eligiblestudentmajoring in welding technique.

Determining Student Food Insecurity at Memorial University of Newfoundland

Purpose: Our study compared the prevalence of food insecurity among 3 student groups attending Memorial University of Newfoundland (MUN): International (INT), Canadian out-of-province (OOP), and Newfoundland and Labrador (NL). Factors associated with food insecurity were also investigated. Methods: Data were collected via an online survey distributed to an estimated 10 400 returning MUN students registered at a campus in St. John’s, NL. Respondents were recruited through e-mails, posters, and social media. Ten questions from the Canadian Household Food Security Survey Module adult scale were asked to assess food security. Logistic regression was used to compare rates of food insecurity between the three population subgroups. Results: Of the 971 eligible student respondents, 39.9% were food insecure (moderate or severe). After controlling for program type, parental status, living arrangement, and primary income source, OOP and INT students were 1.63 (95% CI = 1.11–2.40) and 3.04 (95% CI = 1.89–4.88) times more likely, respectively, to be food insecure than NL students. Conclusions: Approximately 40% of participating MUN students experienced food insecurity, a higher proportion than reported for the overall provincial population. Groups at high risk of food insecurity include INT students, students with children, and those relying on government funding as their primary income.

Personal development in secondary education: the Irish Transition Year

Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for students, although competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted.